1. VIG Project Dissemination Event July 26 th, 2012 Robin Sen (University of Sheffield) r.n.sen@sheffield.ac.uk 1

2. Introduction A note on terminology: VIG / VERP? Focus on the process of what we did mostly but will talk a little about the evaluation of the training Why VIG/VERP? 2

3. The selection on the group of social workers.................... 17 NQSWs, all getting RMBC NQSW programme Random selection of approximately half to take part in VIG in addition to RMBC programme A control group and intervention group of NQSWs Teething problems.... Concerns about time commitment Concerns about being recorded on video Unhappiness about being told to go on training rather than choosing to go on it 3

4. In the end we had: 6 NQSWs who completed the training: Using video initially within supervision then (ideally) in live interaction with parents 6 intervention group; 11 in the control group, reduced to 10 4 Consultants: Using video of supervision sessions with NQSWs Two social work lecturing staff: use of video in teaching/learning situations 4

5. The format of training Day One (Full Day) Introduction to VIG and techniques for filming and reviewing, discussion of initial filming (Full day all together) Day Two (Half-day) Reviewing films and making plans for change and discussion of next filming (Half-day with group split into two each doing a separate half- day) Day Three (Half-day) Review/ supervision session with strengths and working points recorded. Introduction to difficult conversations with families Day Four (Half-day) Review/ supervision session with strengths and working points recorded. Deepening discussion on difficult conversations Day Five (Full day) Presentation of edited films by participants. 5

6. Principles of attuned interactions and guidance Being Attentive Encouraging initiatives Receiving initiatives Developing Attuned Interactions Guiding Deepening Discussion 6

7. Examples of learning on from the project Strengths based approach to work – how does this work? An example of personal learning from VERP – turn taking Coaching/Guiding not Teaching approach Parallel processes for guider and guidee Difficult conversations or just conversations 7

8. Turn Taking Developing Attuned Interactions: Waiting attentively from your turn; Giving a second (and further) turn on same topic; Giving and taking short turns; Interrupting long turns in the yes cycle; Supporting turn-taking in the yes-cycle. Video One 8

9. Guiding not teaching Guiding Scaffolding Extending, building on others response Judging the amount of support required and adjusting Giving information when needed Providing help when needed Offering choices that they can understand Making suggestions that they can follow Videos Two and Three 9

10. Just conversations Conversations in difficult circumstances, what are the principles of interaction here? Do the Rogerian, person-centred counselling principles apply? (Acceptance/UPR, congruence, empathy) Yes, but social work conversations often different circumstances to counselling conversations Applying the positives of other conversations to these difficult ones 10

11. Evaluation 11

12. Outcomes of social work education 4. Benefit to Users and Carers 3a. Changes in Behaviour 3b. Changes in Organisational Practice 2a. Changing Attitudes and Perceptions 2b. Acquisition Knowledge and Skills 1. Learners Reactions Carpenters (2005) levels of outcomes

13. Evaluation Data Control Group NQSWs 9 Intervention Group NQSWs 5 Consultant Social Workers 4 13

14. Evaluation Data All VIG attendees: End of VIG training evaluation Consultant SWs Time 1 (1) [start of training] and Time 2 (2) [end of training] self-evaluation questionnaire All NQSWs Time 1 (1) [start of training] and Time 2 (2) [end of training] self-evaluation questionnaire Vignette scenario at start (T1) and end (T2) of training Open questions about their training 14

15. Carpernters Level 1, 2a and 2b Learners Responses Changes in Attitudes and Perceptions Acquisition of knowledge and skills 15

16. 1. Learners Reactions : Universally positive Group supervision Learning from others Observation of own interactions through video Strengths based approach as positive Very helpful in developing communication skills and strengths based approaches. VIG clearly has great potential for use in many roles. Change of thought around [my] positives/strengths Has built confidence Some identified negatives: Technology didnt always work; time and workload 16

17. 2a and 2b: Changes in attitude/acquisition of knowledge and skills Questionnaires – please see handouts Methodological issues Consultants – Increase in average confidence levels by 15 points or more on all areas from T0 to T1. These skill areas could all be related to training provided within VIG/VERP training. Control group – increases in confidence in 12/15 areas but only one of 15 points or more. Decrease in 3 areas, not related to communication skills. Intervention group – increases in confidence in 14/15 areas and two areas where increases of 15 points or more. These two areas linked to communication skills and course syllabus of VIG/VERP training. 17

18. An early tentative conclusion…. NQSWs and Consultant Social Workers confidence in their knowledge and skills grew over the course of the study For consultants this confidence could be related to course syllabus and content of VERP training Both groups of NQSWs saw increasing confidence in most areas, those receiving VERP training slightly greater confidence increase in skills that could be related to VERP training 18

19. Questions?! 19